Jessica Nordenson EDUC 139 Guided Reading Lesson Book: Johnson, Trent. (2001) My Walk Home. Washington, D.C.

: National Geographic. Materials: Required book Letter manipulatives Objectives: Common Core RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. Continuum Notice and derive information from pictures Introduction: Before opening your books, I want to talk a little about our background knowledge. How many of you walk home from school or take walks when youre at home? What are some places that you walk past? Share some of these places with your neighbor. (Have students share with neighbors, then share outwardly with the class.) What are some of the places you and your neighbor talked about? Picture Walk: Lets open our books to page three. What do we see? Thats right, we see a boy and a man walking together. Where do you think theyre walking home from? (Allow for multiple student answersmany possibilities based on student prior experience). Now lets turn to pages 6 and 7. Look at these two pictures. What are these pictures of? (Post office). Thats right! It looks like both of these pages are about a post office. Why do you think there is a picture of a post office in this book? (Because the boy and man are walking past it). What do you notice about these two pictures? How are they different? Yes! One picture shows the outside of the post office, and one picture shows the inside. Lets turn to pages 10 and 11. What do we see on these pages? Thats righta barber shop! What is a barber shop? (Students may not knowmay need prompting on it being basically another name for a hair salon). Yep, a barber shop, or a hair salon, is where we go to get our hair cut. What do you notice about these two pictures? Correct! One is of the outside of the barber shop, and one is of the inside of the barber shop. This reminds me a lot of the pictures we looked at before, where one picture showed the inside of the place they were walking past, and one showed the outside. Why do you think its important to pay attention to the pictures in our text and see what is different about them?

Paying attention to the pictures in the text can help us better understand what the text is saying, so we need to be sure to look at the pictures in a text carefully. First Reading: All students read the entire text while the teacher listens to each individual student and assists as necessary. Now Ill give you a few minutes to read this book by yourselves. You may either whisper read or read in your head. While youre reading, I want you to pay attention to not only the words on the page that youre reading, but the pictures that are on the page that youre reading as well. I need you to pay attention to both the pictures and the words, and think about how they go together. When everyone at your table has finished reading, I would like you to discuss the answer to this question in your table groups: o (Write this question on board) What was something that you noticed about how the pictures and the words in this book go together? Teacher walks around the room and listens in with individual students, especially the ones that struggle with reading or making connections. The teacher will assist as needed, helping with either reading or prompting students to think about how the pictures and text go together. Teacher will walk around and talk to each table while groups are talking and ask what some of their answers to the question were, and take note of any answers that should be incorporated into the group discussion. Discussion: What happened in this story? o Where were some of the places these two people walked past? o Are these places you have passed on walks? o Where do you think they were walking where they would have passed these places? o Why is it important for us to talk about what happened in this story? (So we can better understand what we read, so other students can realize something that they may have missed, so we can better understand the pictures, etc.) While you were reading, what did you notice about the pictures and the text in your book? o How did thinking about both of these things together help you better understand what was going on in the story? Mini Lesson (Processing Strategy): Making Connections Between the Text and the Pictures Lets go back to talking about what you noticed about how the pictures and the text in the book go together. Please turn to page 4 in your books. How do the text and the picture work together on only page 4, not page 4 and 5? Please discuss this with your neighbor. o Have a few students share their answers with the class.

Now, please look only at page 5. How do the text and picture go together on page 5? (Prompt students as necessary with questions such as What does this text say and how does it match this picture? How does it compare to the picture and text on page 4?) o The goal is for students to understand that on page 4, it reads I go past the doctors office and it shows a picture of a doctors office. On page 5, it reads Thats where people go when they are sick and it shows a girl who is sick. These two pages are about the same thing a doctors officebut give us different information about the doctors office. Students need to make connections between the different text and pictures in order to get the full amount of information from the page(s). o Have students share their answers with the class. Lets look at page 8. What does the text say on page 8? Lets all read the text together (I go past the library). What is there a picture of on page 8? Thats right, the outside of a library. Now lets look at page 9. What does the text say on page 9? (All read together: Thats where people go to read books.) And what does the picture show? Yep! It shows someone reading a book. Thats really interesting, that the text on both pages is about a library, but the pictures and the text are a little bit different. Why do you think each page is different, even though theyre about the same thing? Why do you think its important for us to look at both the picture and the text on each page? (Because each page tells us something important, and good readers look at everything on a page in order to better understand the text). . If we had just looked at one picture, we might not understand that the other page was trying to tell us more about the text. We need to make connections between the pictures that we see and the text that we read because then we get the whole idea of what is going on in that page, which can help us better understand the entire book.

Independent Practice: This week, while you we are writing our narratives, we are going to draw a simple illustration that goes with each event in our story. Just like how these pictures in My Walk Home today helped give us the whole story, including pictures in our narratives will help our peers understand our whole story better. o Give students the option of bringing in photographs to go with their narratives instead of drawing illustrations. o During the sharing of narratives (with approximately 2-3 events per narrative), teacher will write on the board How do the pictures in your partners narrative help you better understand their story? The students will then write a short paragraph answering this question after they shared their narrative. The teacher will then do a very short recap on why good readers use both the text and the illustrations in order to better understand what they read.

Word Work: Have students open their books to page 5. Sometimes in writing we see a mark that looks like this (point to apostrophe in Thats on page 5.) When we see a mark like this, sometimes it stands for two words. When we see the word Thats (write Thats on board and circle the apostrophe), it really means That is. The author just puts in an apostrophe to either make the word shorter or sound better, and erases the I, and connects the s (show this process on board). This can happen for some other words in our language, but not all of them. Another example of this is the word Whats (write Whats on board). When we have an apostrophe here, it means what is. (Show process again). Remember, this doesnt happen for all words with apostrophesjust some. Give students letter manipulatives that can form the word Thats and That is. Have them practice speaking to their neighbor using the word Thats in a sentence, creating the word with the manipulatives and holding it up to show their neighbor. Then, have them alternate between saying sentences that use That is and Thats, creating the correct word out of their manipulatives each time they say it.